ࡱ> a sbjbjzz eP\P\j nnn$TPBjL& AAAAAAACFhAn#u@##A B000000#~R(nA00#A0000]>|L"?.[8+>A B0PB>G.G$??:Gn?b00A ]!]AA/PB####G > :  Tennessee ӰԺַ Psychology Department PSYC 7790.80 INTERNSHIP PREPARATION SEMINAR Summer, 2017 Instructor: Marie S. Hammond, Ph.D. Phone: 963-5191 Email:  HYPERLINK "mailto:mhammond1@tnstate.edu" mhammond1@tnstate.edu Office: Room 317A, Clay Education Building Class Days/Times: TBA Office Hours: TBA Pre-requisites 3rd year standing in the doctoral program in psychology Required Text(s) Williams-Nickelson, C., Prinstein, M. J., & Keilin, W. G. (eds.) (2008). Internships in Psychology: The APAGS Workbook for Writing Successful Applications and Finding the Right Match (2nd ed). Washington, DC: American Psychological Association. ISBN-10: 1433803550 or ISBN-13: 978-1433803550 Suggested list price: $24.95 Other readings as required. Catalog Description PSYC 7790. INTERNSHIP PREPARATION SEMINAR. (3) This elective seminar examines issues surrounding the pre-doctoral internship application and selection process. As a seminar, this course will have a just-in-time format allowing for discussion of topics relating to securing the capstone experience in an American Psychological Association approved internship and preparing to formally enter a career in professional psychology at the most timely point, the summer immediately prior to application for internship. Prerequisite: third year standing in the doctoral program in psychology. Field Experience Not Required Course Proficiencies (Content Knowledge, Skills, Dispositions) Content Knowledge By the end of the course, successful students will demonstrate the mastery of the following content: 1. Career management and decision-making in Counseling Psychology. 2. Principles of professional presentation for Counseling Psychology. 3. Principles for evaluating and prioritizing internship sites. Skills By the end of the course, successful students will demonstrate mastery of the following skills: 1. Evaluation of appropriate content in response to application and interview questions. 2. Interviewing skills for telephone and in-person (individual & group) interviews. 3. Appropriate self-awareness, self-reflection, and self-disclosure in application and interview situations. 4. Effective time management skills for managing the conflicting demands of internship applications, dissertation completion, course completion, practicum, graduate assistantships, etc. 5. Apply systems-level awareness to manage issues and problem solve issues that arise in the internship process. 6. Exhibit an awareness of and display appropriate care-taking around issues of stress and strain as a result of the multiple demands of the internship application process. 7. To draft effective materials in support of their application, to include essays, CV, cover letters, letter of reference request materials, and other relevant documents to support their application. Dispositions By the end of the course, successful students will demonstrate the following dispositions: 1. Apply relevant research and knowledge to the process of making application in psychology. 2. To be able to depersonalize the application processes in psychology. 3. To apply career management skills to facilitate more effective achievement of their career goals. 4. To be able to utilize their understanding of fit to effectively select opportunities in Counseling Psychology. 5. To be able to be selective in their self-presentation as a Counseling Psychologist. Portfolio Information (Artifact, Scoring Rubric) Artifact(s) for Portfolio A strategic plan for accomplishing 3rd year required tasks/activities A reviewed/critiqued set of criteria for evaluating sites/programs for appropriateness A list of potential internship sites for application A draft application cover letter An updated, reviewed/critiqued curriculum vita Reviewed/critiqued completed essays (n = 4) as required by APPIC application A working copy of the practicum hours verification form, clearly identifying supervised practicum hours, volunteer hours, and work hours. Acknowledgment of registration for the Internship matching service Scoring Rubric(s) for Artifact(s) For an A, all artifacts must be completed using appropriate format. For a B, numbers 1, 2, 3, 4, 5, 6 and 8 must be completed; Number 3, in progress. For less progress than named above, student will have earned an F. Expectations and General Information: Academic Integrity - You are responsible for what you achieve in this class; therefore neither cheating nor plagiarism will be tolerated. Any material taken from another work must be documented, and in no case should one represent anothers work as ones own, this includes information received from others during examinations or submitting anothers assignments, papers, etc. as ones own. Students involved in collaborative research, to avoid questions of plagiarism, should exercise extreme caution. If in doubt, students should check with the major professor. In addition to the other possible disciplinary sanctions which may be imposed through the regular institutional procedures as a result of academic misconduct, the instructor has the authority to assign an F or a zero for the exercise or examination, or to assign an F in the course. Classroom conduct The instructor has the primary responsibility for control over classroom behavior and maintenance of academic integrity, and can order temporary removal or exclusion from the classroom of any student engaged in disruptive conduct or conduct in violation of the general rules and regulations of the institution. Official Course Enrollment - Students who are not on the official class roll may not remain in class. These students must leave class and may not return to class until they enroll in the course and their names show up on the official class roster. Please make sure you are in the correct section. Disabled Student Services Any student who has a condition which might interfere with his/her performance in class is required to contact the office of Disabled Student Services. This office is located in room #117 Floyd Payne Student Center. The phone number is 963-7400. They will provide you with a document stating what type of classroom accommodations, if any, are to be made by the instructor. The student is to give a copy of this document to the instructor no later than the end of the second week of class. Failure to do so will result in the instructor making no special accommodations of any kind. Grading System For an A, all artifacts must be completed using appropriate format. For a B, numbers 1, 2, 3, 4, 5, 6 and 8 must be completed; Number 3, in progress. For less progress than named above, student will have earned an F. Additional Readings/Resources Bartle, D.D., & Rodolfa, E. R. (1999). Internship hours: Proposing a national standard. Professional Psychology: Research and Practice, 30(4), 420-422. Constantine, M. G., & Gloria, A. M. (1998). The impact of managed health care on predoctoral internship sites: A national survey. Professional Psychology: Research and Practice, 29(2), 195-199. Constantine, M.G., & Keilin, W. G. (1996). Association of Psychology Postdoctoral and Internship Centers' Guidelines and the internship selection process : A survey of applicants and academic and internship training directors. Professional Psychology: Research and Practice,27(3) 308-314. DeLeon, P. H., Giesting, B., & Kenkel, M. B. (2003). Community health centers: Exciting opportunities for the 21st Century. Professional Psychology: Research and Practice, 34(6), 579-585. Dobmeyer, A. C., Rowan, A. B., Etherage, J. R. & Wilson, R. J. (2003). Training psychology interns in primary behavioral health care. Professional Psychology: Research and Practice, 34(6), 586-594. Gloria, A. M., Castillo, L. G., Choi-Pearson, C. P., & Rangel, D. K. (1997). Competitive internship candidates: A national survey of internship training directors. Counseling Psychologist, 25, 428-452. Grace, W. C. (1985). Evaluating a prospective clinical internship: Tips for the applicant. Professional Psychology: Research and Practice, 16(4), 475-480 Grote, C. L., Robiner, W. N., & Haut, A. (2001). Disclosure of negative information in letters of recommendation: Writers' intentions and readers' experiences. Professional Psychology: Research and Practice,32(6), 655-661. Hays, K. A., Rardin, D. K., Jarvis, P. A., Taylor, N. M., Moorman, A. S., Armstead, C. D. (2002). An exploratory survey on empirically supported treatments: Implications for internship training. Professional Psychology: Research and Practice, 33(2), 207-211. Jonason, K. R., DeMers, S., Vaughn, T. J., & Reeves, R. P. (2003). Professional mobility for psychologists is rapidly becoming a reality. Professional Psychology: Research and Practice, 34(5), 468-473. Kaslow, N. J., Pate, W. E., & Thorn, B. (2005). Academic and internship directors perspectives on practicum experience: Implications for training. Professional Psychology: Research and Practice, 36(3), 307-317. Keilin, W. G., Baker, J., McCutcheon, S. & Peranson, E. (2007). The psychology internship match: Changing the paradigm to move beyond the status quo. Training and Education in Professional Psychology, 1(4), 229-237. Ko, S. F., & Rodolfa, E. (2005). Psychology training directors views of number of practicum hours necessary prior to internship application. Professional Psychology: Research and Practice, 36(3), 318-322. Koocher, G. P. (2003). Ethical and legal issues in professional practice transitions. Professional Psychology: Research and Practice, 34(4), 383-387. Krieshok, T. S., Lopez, S. J., Somberg, D. R., & Cantrell, P. J., (2000). Dissertation while on internship: Obstacles and predictors of progress. Professional Psychology: Research and Practice, 31(3), 327-331. Lejuez, C. W., Read, J. P., Gollan, J. K., & Zvolensky, M. J. (2001). Identifying, obtaining, and completing a predoctoral psychology internship: Research considerations. Professional Psychology: Research and Practice, 32(6), 650-654. Levenson, H., & Evans, S. A. (2000). The current state of brief therapy training in American Psychological Association- Accredited graduate and internship programs. Professional Psychology: Research and Practice, 31(4), 446-452. Logsdon-Conradsen, S., Sirl, K., Battle, J., Stapel, J., Anderson, P., Ventura-Cook, E., Zimand, E., Babat, N., Kaslow, N. (2001). Formalized postdoctoral fellowships : A national survey of postdoctoral fellows. Professional Psychology: Research and Practice, 32(3), 312-318. Lopez, S. J., Oehlert, M. E., & Moberly, R. L. (1996). Selection criteria for American Psychological Association- Accredited Internship Programs: A survey of training directors. Professional Psychology: Research and Practice, 27(5), 518-520. Madson, M.B., Aten, J. D., & Leach, M. M. (2007). Applying for the predoctoral internship: Training program strategies to help students prepare. Training and Education in Professional Psychology, 1(2), 116-124. Madson, M. B., Hasa, N. T., Williams-Nickelson, C., Kettmann, J. J., & Van Sickle, K. S. (2007). The internship supply and demand issue: Graduate students perspective. Training and Education in Professional Psychology, 1(4), 249-257. Mellott, R. N., Arden, I. A., Cho, M. E. (1997). Preparing for internship : Tips for the prospective applicant. Professional Psychology: Research and Practice, 28(2), 190-196. Mitchell, S. (1996). Getting a foot in the door : The written internship application. Professional Psychology: Research and Practice, 27(1), 90-92. Neimeyer, G. J., Rice, K., & Keilin, W. G. (2007). Does the model matter? The relationship between science-practice emphasis in clinical psychology programs and the internship match. Taining and Education in Professional Psychology, 1(3), 153-162. Neimeyer, G. J., Rice, K., & Keilin, W. G. (2009). Internship placements: similarities and differences between clinical and counseling psychology programs. Training and Education in Professional Psychology, 3(1), 47-52. Oehlert, M. E., Lopez, S. J., Sumerall, S. W. (1997). Internship application: Increased cost accompanies increased competitiveness. Professional Psychology: Research and Practice, 28(6), 595-596. Parent, M. C., & Williamson, J. B. (2010). Program disparities in unmatched internship applicants. Training and Education in Professional Psychology, 4(2), 116-120. Rings, J. A., Genuchi, M. C., Hall, M. D., Angelo, M., & Cornish, J. A. (2009). Is there consensus among predoctoral internship training directors regarding clinical supervision competencies: A descriptive analysis. Training and Education in Professional Psychology, 3(3), 140-147. Rodolfa, E., R., Bell, D. J. Bieschke, K. J., Davis, C., & Peterson, R. L. (2007). The internship match: Understanding the problem-seeking solutions. Training and Education in Professional Psychology, 1(4), 225-228. Rodolfa, E. Haynes, S., & Kaplan, D. (1995). To apply or not to apply: That is the intern applicant's first question. Professional Psychology: Research and Practice, 26(4), 393-395. Rodolfa, E.R., Kaslow, N. J., Stewart, A. E., Keilin, W. G., & Baker, J. (2005). Internship Training: Do Models Really Matter? Professional Psychology: Research and Practice, 36(1), 25-31. Rodolfa, E. R., Vieille, R., Russell, P., Nijjer, S., Nguyen, D. Q., Mendoza, M. & Perrin, L. (1999). Internship selection : Inclusion and exclusion criteria. Professional Psychology: Research and Practice, 30(4), 415-419. Seawell, D. B., Krohn, N., Gorgens, K. A., & Cornish, J. A. E. (2009). Georgraphy and internship match rates: Quantifying competitiveness and discussing implications for the internship imbalance. Training and Education in Professional Psychology, 3(3), 127-134. Stedman, J. M. (2007). What we know about predoctoral internship training: A 10-year update. Training and Education in Professional Psychology, 1(1), 74-88. Stedman, J. M., Hatch, J. P., & Schoenfeld, L. S. (2000). Preinternship preparation in psychological testing and psychotherapy : What internship directors say they expect. Professional Psychology: Research and Practice, 31(3), 321-326. Stedman, J. M., Hatch, J. P., & Schoenfeld, L. S. (2001). Internship directors valuation of preinternship preparation in test-based assessment and psychotherapy. Professional Psychology: Research and Practice, 32(4), 421-424. Stedman, J., Hatch, J., Schoenfeld, L., & Keilin, W. G. (2005). The structure of internship training: Current patterns and implications for the future of clinical and counseling psychologists. Professional Psychology: Research and Practice, 36(1), 3-8. Stedman, J. M., Neff, J. A., Donahoe, C. P., Kopel, K., & Hays, J. R. (1995).  HYPERLINK "http://0-web108.epnet.com.sultan.tnstate.edu/citation.asp?tb=1&_ug=sid+6F184EBD%2D5419%2D4DCB%2DB3AC%2D513F1E21B489%40sessionmgr4+dbs+pdh+cp+1+CB95&_us=sel+False+frn+1+sl+%2D1+hd+False+hs+False+or+Date+fh+False+ss+SO+sm+ES+mdbs+pdh+dstb+ES+mh+1+ri+KAAAGEGB00047009+98E8&_uso=hd+False+tg%5B2+%2DAU+tg%5B1+%2DAU+tg%5B0+%2DAU+st%5B2+%2D+st%5B1+%2D+st%5B0+%2DStedman+db%5B0+%2Dpdh+op%5B2+%2DAnd+op%5B1+%2DAnd+op%5B0+%2D+D599&fn=1&rn=5" \o "Applicant Characterization of the Most Desirable Internship Training Program" Applicant characterization of the most desirable internship training program. Professional Psychology: Research and Practice, 26(4) 396-400. Stedman, J. M., Schoenfeld, L. W., Carroll, K., Allen, T. F. (2009). The internship supply-demand crisis: Time for a solution is now. Training and Education in Professional Psychology, 3(3), 135-139. Stevens, C. K., & Kristof, A. L. (1995). Making the right impression: A field study of applicant impression management during job interviews. Journal of Applied Psychology, 80(5), 587-606. Stewart, A. E., & Stewart, E. A. (1996a). A decision-making technique for choosing a psychology internship. Professional Psychology: Research and Practice, 27(5), 521-526. Stewart, A. E., & Stewart, E. A. (1996b). Personal and practical considerations in selecting a psychology internship. Professional Psychology: Research and Practice, 27(3), 295-303. Thorp, S. R., ODonohue, W. T., & Gregg, J. (2005). The predoctoral internship: Is current training anachronistic? Professional Psychology: Research and Practice, 36(1), 16-24. Turner, J. A., Edwards, L.M., Eicken, I. M., Yokoyama, K., Castro, J. R., Tran, A., & Haggins, K. L. (2005). Intern self- care : An exploratory study into strategy use and effectiveness. Professional Psychology: Research and Practice, 36(6), 674-680. Vespia, K. M., Heckman-Stone, C., & Delworth, U. (2002). Describing and facilitating effective supervision behavior in counseling trainees. Psychotherapy: Theory, Research, Practice, Training, 39(1), 56-65. TEXT: The syllabus lists, along with its schedule of weekly topics and homework assignments, readings from the list. Some of the readings are required if you are going to participate in this seminar, others are optional. Additional articles and books will be recommended along the way. Articles have been identified within the syllabus should be beneficial to you in this process. If you are able, you may wish to consider attending the informational meetings that APA and APAGS hold each year in conjunction with the annual conference. Because issues surrounding internships are continuously evolving, there is much new opinion and research coming out in the press. Consequently, additional readings may be suggested as they become available or come to my attention. OVERVIEW: In this seminar, we will be examining issues surrounding predoctoral internship application and selection. As a seminar, the course will have an "informal, interactive" format --allowing for discussion of topics related to securing an internship and preparing to formally enter a career in professional psychology. OBJECTIVES: 1. To prepare students for the internship application/selection process. 2. To aid students in their professional development and growth towards a career in Counseling Psychology. 3. To help students manage their anxiety around internship application and selection ASSIGNMENTS & EVALUATIONS: This course is a seminar and requires regular attendance and open, informal participation/discussion. The seminar will require the completion of various internship preparation assignments. These will include: (a) developing a strategic plan for achieving your goals during the year you are applying for internship; (b) identifying the training model that fits you best, (c) reviewing your transcripts/CV and identifying your strengths and weaknesses, (d) summarizing your supervised therapy and assessment experiences, (e) identifying and prioritizing internship sites, (f) completing various internship application forms including APPICs uniform application form (available over the INTERNET) and applying and obtaining a Match Number (also available over the INTERNET), providing critical analysis and feedback of other students documents, (h) formulating responses to key interview questions, and (i) role playing interviews with internship selection committees. SEMINAR SEQUENCE: The seminar has been structured to take you through the internship application and selection process in a meaningful, sequential way. The following is a schedule of topics and readings for the semester. The readings in the syllabus correspond to those in the accompanying reading list. Please note which readings are required. The pacing of the topics and readings may vary somewhat from this schedule during the course of the semester, but the schedule should be "in the ball park. Even if the schedule "drags" a bit, please keep up with the assigned readings, and be prepared for the assignments on their scheduled dates. TOPIC/READINGS Week 1 Training models and historical perspectives of internships in professional psychology Applying for Internship - Madson, Aten, & Leach, 2007 Descriptions of training models Neimeyer, Rice, & Keilin, 2007; Neimeyer, Rice, & Keilin, 2009; Rodolfa, Kaslow, Stewart, Keilin, & Baker, 2005) The supply and demand for internships Madson, Hasa, Williams-Nickelson, Kettman, & Van Sickle, 2007; Stedman, Schoenfeld, Carroll, & Allen, 2009) Impact of Managed Care - Constantine & Gloria, 1998 Curriculum and experience selection criteria Ko, & Rodolfa, 2005 Krieshok, Lopez, Somberg, & Cantrell, 2000 Kaslow, Pate, & Thorn, 2005 Levenson & Evans, 2000 Stedman,Hatch, & Schoenfeld, 2000, 2001 Deciding whether or not to apply - Rodolfa, Haynes, & Kaplan, 1995 Selection criteria for internships Bartle, & Rodolfa, 1999 Gloria, Castillo, Choi-Pearson, & Rangel, 1997 Lejuez, Read, Gollan, & Zvolensky, 2001 Lopez, Oehlert, & Moberly, 1996 Being strategic: Planning for the internship year Bring list of required activities, deadlines, etc. that you expect for the year. Homework: Do a draft strategic plan Week 2 Panel Discussion: (Tentative): Internship Coordinators/Supervisors Being strategic during a period of multiple and conflicting demands Preparing for the Experience Mellott, Arden & Cho, 1997 The Practicum Experiences Documentation Bartle & Rodlolfa, 1999 Ko & Rodolfa, 2005) The Assessment Experience Documentation The Portfolio Approach APPIC (Constantine & Keilin, 1996; Keilin, 1998) Practicum experience (Kaslow, Pate, & Thorn, 2005; Vespia, Heckman-Stone, & Delworth, 2002) Cost considerations of internship application Oehlert, Lopez, & Sumerall, 1997 Thorp, ODonohue, & Gregg, 2005 Due: Complete documentation forms and begin the portfolio approach to documentation. Due: Bring current vita Week 3 Developing & Organizing your vita for internship Maintaining Professionalism Due: Revision of vita Week 4 Panel Discussion: (Tentative): Program Alumni Choosing Sites Decision-making technique for choosing (Stewart & Stewart, 1996a) Professional and practical considerations for choosing internships (Stewart & Stewart, 1996b) Using the APPIC Directory Identifying Desirable sites DeLeon, Giesting, & Kenkel, 2003 Dobmeyer, Rowan, Etherage, & Wilson, 2003 Grace, W.C., 1985 Hays, Rardin, Jarvis, Taylor, Moorman, & Armstead, 2002 Stedman, Neff, Donahoe, Kopel,& Hays,1995 Stedman, Hatch & Schoenfeld, 2000 Stedman, Hatch & Schoenfeld, 2001 Stedman, Hatch, Schoenfeld, & Keilin, 2005 APA listing of Accredited Internship and Postdoctoral Programs Selecting and prioritizing sites (Stewart & Stewart, 1996a & b) Site Selection and Inclusion Criteria Rodolfa, Vielle, Russell, Nijjer, Nguyen, Mendoza, & Perrin, 1999 Seawell, Krohn, Gorgens, & Cornish, 2009 Stedman, Hatch, Schoenfeld, & Keilin, 2005 Homework: Identify 25 sites that meet your selection criteria Week 5 Completing the Application The application: A foot in the door - Mitchell, 1996 Identifying internship and professional goals The cover letter Homework: Complete the APPI & Draft a cover letter Letters of Recommendation - Grote, Robiner, & Haut, 2001 The Matching System & Ranking desirable sites Reducing bias in ranking Communicating #1 rankings to sites Does the match really work? - Keilin, Baker, McCutcheon, & Peranson, 2007 Homework: Rank two hypothetical sites Stewart & Stewart (1996b) from week 4 Review documentation, APPI essays, cover letter and vita REGISTER WITH MATCHING SERVICE NOW $ FEE + $ to use on-line APPIC directory =  HYPERLINK "http://www.natmatch.com.psychint" http://www.natmatch.com.psychint or call (416) 977-3431. If you have questions you may contact via e-mail at  HYPERLINK "mailto:psychint@natmatch.com" psychint@natmatch.com. Week 6 Panel Discussion: (Tentative): Current Interns Guest Lecturer: Dr. Jeri Lee Ethical behavior during the application/selection process APA 's Code of Conduct (APA, 2003) APPIC Guidelines Reporting Violations to ASARC Ethics from the multicultural perspective Transitions Koocher, 2003 Strategies Managing anxiety throughout the progress Thorp, ODonohue, & Gregg, 2005 from week 2 Irrational beliefs about internships Surviving and self care - Turner, Edwards, Eicken, Yokoyama, Castro, Tran, & Haggins, 2005 Homework: Develop a personal anxiety management plan Supervision on internship, site policies, and building relationships with other interns, psychology staff, and members of other disciplines The transition from student to intern Working with an interdisciplinary staff The expectations of an internship supervisor Vespia, Heckman-Stone, & Delworth, 2002 Homework: Continue reviewing application materials LIST OF PARTICIPATING PROGRAMS IS NOW AVAILABLE ON WEBSITE Week 7 Panel Discussion: (Tentative): New Interns Guest Lecturer: Dr. Evelyn Hunter Reviewing the APPI Continue to review documentation, APPI essays, cover letter and vita Week 8 Interviewing Skills The interview as an important selection criterion Gloria, Castillo, Choi-Pearson, & Rangel, 1997 Stevens & Kristof, 1995 Non-placed students interview poorly Probable interview questions and interview techniques Conducting Mock Interviews Personal Interviews Phone Interviews Homework: Conduct a mock interview with a classmate Week 9 If you're not selected --Preparation for non-placement Apprising the Program Coordinator of one's status on match day Contacting sites after the selection period and inquiring about open slots Registering with the APPIC Clearinghouse and other clearinghouses Searching the "underground clearinghouse" with your Program Coordinator Homework: Develop a "Plan B" to implement if you're not selected Parent & Williamson, 2010 Rodolfa, Vieille, Russell, Nijjer, Nguyen, Mendoze, & Perrin, 1999 Week 10 Embarking on your career/Post-doc Koocher, 2003; Lejuex, Read, Gollan, & Zvolensky, 2001; Logsdson-Conradsen, Sirl, Battle, Stapel, Anderson, Ventura-Cook, Zimand, Babat, & Mobility Jonason, DeMers, Vaughn, & Reaves, 2003 DEADLINE TO REGISTER FOR THE MATCH WILL BE ANNOUNCED BY July 1 but is usually announced before that date. OTHER IMPORTANT DATES TO REMEMBER 1. DEADLINE FOR SUBMITTING MATCH LISTING TO NMS 2. INTERNSHIP TRAINING DIRECTOR MUST NOTIFY YOU BEFORE THIS DATE IF YOU ARE NO LONGER BEING CONSIDERED 3. DATE MATCH NOTIFICATION and DATE MATCH RESULTS WILL BE RELEASED 4. DATE CLEARINGHOUSE OPEN Course/Instructor Evaluation Students will be asked at the end of Class 5 to complete a formative evaluation of the course. During the last class session before the week of final examination, students will be asked to complete a departmental form assessing the course. Evaluations are not received by the instructor until the following semester. Information from the student evaluation of the instructor and course is used by the instructor to improve the course, by the Department in considering the annual review of the instructor and may also be shared with the Dean of the College. 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